The first section sets the basis for the entire project. It begins using Learning-related sequencing "identifiable prerequisites" (Morrison, et al., 2011, p.137). Before we proceed, we want the learner to know a little background on the product and some terminology.
Introduction to Edmodo in a classroom
What is Edmodo and what is it good for?
Learn the basic features and terminology of the service
[[#|User interface]] quick-start reference
This next section is a sub-sequence of the entire project, and it uses World-related "temporal" (Morrison, et al., 2011, p.138-139) sequencing. The shift in sequencing is important because at this stage in the instruction, there are definite tasks that must be completed before others can be attempted.
Sign up
Set up your account
Set your preferences
Link up with your school, district
Link up with Communities
Create your class
Create a Group (class)
Change Group settings
Manage Group membership
Delete or archive a group
Add your students and parents
[[#|Sign up]]Students
Provide Code of Conduct and Student Guide
Provide setup instructions
Send Group invitation
Sign up Parents
Send invitation
Provide overview and setup instructions
This sub-section uses a sequence of Learning-related "difficulty" (Morrison, et al., 2011, p.137). The simplest of the task (to understand and/or to accomplish) are first.
Conduct a class
Gather your materials
Add documents
Create folders
Post a note to students (post a note to parents)
Respond to posts
Give an assignment
Grade an assignment
Give a quiz
Grade a quiz
Export grades
[[#|Create calendar]] events and tasks
References
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Sequencing description
Outline the sequence of instructional tasks or events that will take place during the 30- to 60-minute instructional module. Based on information in Chapter 6 of Designing Effective Instruction, justify the chosen sequencing scheme. Remember that the sequence of instruction does not need to match the task analysis, but all tasks need to be included. The completed document will be an outline or list of tasks in the intended instructional sequence with a brief explanation of the choices made.
The first section sets the basis for the entire project. It begins using Learning-related sequencing "identifiable prerequisites" (Morrison, et al., 2011, p.137).
Before we proceed, we want the learner to know a little background on the product and some terminology.
Introduction to Edmodo in a classroom
This next section is a sub-sequence of the entire project, and it uses World-related "temporal" (Morrison, et al., 2011, p.138-139) sequencing. The shift in sequencing is important because at this stage in the instruction, there are definite tasks that must be completed before others can be attempted.
Sign up
Create your class
Add your students and parents
This sub-section uses a sequence of Learning-related "difficulty" (Morrison, et al., 2011, p.137). The simplest of the task (to understand and/or to accomplish) are first.
Conduct a class
References
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Sequencing description
Outline the sequence of instructional tasks or events that will take place during the 30- to 60-minute instructional module. Based on information in Chapter 6 of Designing Effective Instruction, justify the chosen sequencing scheme. Remember that the sequence of instruction does not need to match the task analysis, but all tasks need to be included. The completed document will be an outline or list of tasks in the intended instructional sequence with a brief explanation of the choices made.